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ERIC Number: ED170362
Record Type: RIE
Publication Date: 1979-Apr
Pages: 25
Abstractor: N/A
Reference Count: 0
Class Effects in ATI's.
Greene, Jennifer C.
Selected results from an aptitude-treatment interaction (ATI) study illustrate the importance of including class analyses in ATI research. The interactive effects of motivational aptitude (including locus of control, academic self confidence, and interests) and cognitive aptitude (as measured by a learning task and the Lorge-Thorndike verbal and nonverbal intelligence tests) on learning performance and on motivation were investigated in entire fourth and fifth grade classes. In one treatment, students completed workbook activities according to a structured schedule. In the other treatment, they were allowed to choose time periods, within a two-week period, to complete the work; and to complete it in any order they chose. Both treatments were administered to the classes studied. Simple regression analyses on selected aptitude-outcome pairs were conducted by treatment across all subjects, by treatment within each class, and by treatment between classes (using half-class means). Results generally indicated that classes having high ability and high academic self confidence benefitted from choosing their activities, while low ability, and low confidence students performed better in structured situations. Considerable variation between classrooms was also found. (Implications for future research and methodologies are discussed). (Author/GDC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (63rd, San Francisco, California, April 8-12. 1979)